Despite its rich history in the English classroom, popular culture still does not have a strong foothold in first-year composition (FYC). Some stakeholders view popular culture as a “low-brow” topic of study (Bradbury, 2011), while others believe popular culture distracts students from learning about composition (Adler-Kassner, 2012). However, many instructors argue that popular culture can cultivate student interest in writing and be used to teach core concepts in composition (Alexander, 2009; Friedman, 2013; Williams, 2014). This dissertation focuses on students’ perceptions of valuable writing—particularly with regards to popular culture—and contributes to conversations about what constitutes “valuable” course content. The dissertation study, which was conducted in two sections of an FYC course during the Spring 2016 semester, uses three genre domains as a foundation: academic genres, workplace genres, and pop-culture genres. The first part of the study gauges students’ prior genre knowledge and their beliefs about the value of academic, workplace, and pop-culture genres through pre- and post-surveys. The second part of the study includes analysis of students’ remix projects to determine if and how students can meet FYC learning outcomes by working within each domain.

Through this study, as well as through frameworks in culturally sustaining pedagogy, writing studies, and genre studies, this dissertation aims to assist in the reconciliation of opposing views surrounding the content of FYC while filling in research gaps on the knowledge, interests, and perceptions of value students bring into the writing classroom. Ultimately, this dissertation explores how pop-culture composition can facilitate student learning just as well as academic and workplace composition, thereby challenging course content that has traditionally been privileged in FYC.